Development of Critical Thinking Skills of Secondary School Students through Science Curriculum: Teachers’ Perceptions

Abstract

The present study was conducted to investigate the development of critical thinking skills in students through secondary school science curriculum from teachers’ perspective. New science curriculum has been implemented and teachers being the stake holders are involved in practical implementation of the curriculum. A five point likert type scale having reliability value 0.84 was used in order to find the teachers’ perceptions, whereas its response rate was 89%. Mean, standard deviation and t-test were utilized as statistical tools for analysis of data. Teachers’ perceptions regarding development of critical thinking skills in science students were positive. No significant difference was found in the views of male and female as well as in different subject teachers. It is recommended that science teachers should encourage the students to ask questions as it creates a habit of inquiry and arrange group discussion among students in order to further develop critical thinking skills in students.